全球教育展望

施瓦布"科学即探究"主要是指科学是不断探究的,科学是发展的,科学具有多样性,科学知识具有可修正性。科学探究主要有稳定性探究和流动性探究两种形式。施瓦布"科学探究教学"的内涵主要是:探究性课堂中包含两种探究。一是对科学知识本身的探究,科学被看作探究过程的指导,"科学即探究";二是教与学这个过程的教学方法、方式上的探究,教与学的过程本身是一种探究,"探究性教与学"。学生是主动、积极的探究者;教师是具有反思性能力的指导者;探究科学本质的多样性,不把单一结论传授给学生;要结合知识产生的情境来理解科学知识等。

"Science as inquiry" mainly refers that science is inquiry continuing, science is developing,science have variety, scientific knowledge have modification. Scientific inquiry may have two categories: the stable inquiry and the fluid inquiry. The connotation of Schwab's thought on "The teaching of science as inquiry" mainly is: inquiry classroom contains two inquiries. One is the inquiry on scientific knowledge itself, instruction in which science is seen as a process of inquiry, "science as inquiry"; The other is inquiry on teaching methods and the way of the process of the teaching and learning, a process of teaching and learning which is, itself, an inquiry, "teaching as inquiry". Both of these meanings are parts of the idea in its complete form. The basic idea of the Schwab's thought on"The teaching of science as inquiry" are: "The teaching of science as inquiry" has diversity,questioned, reflective, inquiry and uncertainty. Schwab's thought on "The teaching of science as inquiry" think that the students are active inquirers; The teacher is reflective guides; Have to understand the scientific knowledge according to the knowledge of the situation, Explore the diversity of nature of science, not put a single conclusion apart to students.